Distributed practice in verbal recall tasks: A review and quantitative synthesis.

By Nicholas J. Cepeda, Harold Pashler, E. Vul, John T. Wixted, D. Rohrer. 2006

1,760 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

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Citations in the corpus

Deep Generative Dual Memory Network for Continual Learning (2017, background): “…input (and/or output) samples are very important benchmarks for continual learning algorithms for two main reasons: It is well known in psychology literature that human learning improves via revision i.e. by repeating learnt tasks after some time (Kahana & Howard, 2005; Cepeda et al., 2006).”
Structural Synaptic Plasticity Has High Memory Capacity and Can Explain Graded Amnesia, Catastrophic Forgetting, and the Spacing Effect (2014, methodology): “Structural plasticity is consistent with psychological theories that explained the spacing effect by encoding variability [106,108] but attributes the increased variability for spaced rehearsal to the changing pattern of synaptic connections rather than a changing learning context.”
Spaced Repetition Promotes Efficient and Effective Learning (2016, background): “, words, sentences, facts, passages), overall, spaced practice dominated massed practice in recall performance (Cepeda et al., 2006).”
The Middle Way: Finding the Balance between Mindfulness and Mind-Wandering (2014, background): “and massed practice is when they are more closely spaced in time (Cepeda et al., 2006).”
Optimising Learning Using Flashcards: Spacing Is More Effective Than Cramming (2009, background): “Thus, in this and other online studies of spacing (Cepeda et al., 2006), contextual variability may have been a relatively important cause of the spacing effect.”
Cognitive bias modification approaches to anxiety. (2012, background): “The literature on massed versus spaced learning (Cepeda et al. 2006) suggests that the retention of CBM training effects may be enhanced by increasing the temporal separation of CBM training sessions (Hertel & Mathews 2011, See et al. 2009).”
Testing improves long-term retention in a simulated classroom setting (2007, background): “The timing of feedback may be critical, because evidence exists suggesting that the ratio between the interstudy interval and retention interval maximises retention (Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006 ).”
EFFECTS OF EXPANDING AND EQUAL SPACING ON SECOND LANGUAGE VOCABULARY LEARNING (2015, background): “A possible interaction between feedback and relative spacing may be caused by the differential positions of the initial retrieval between equal and expanding spacing (e.g., Cepeda et al., 2006 ; Storm et al., 2010 ).”
Repeated retrieval during learning is the key to long-term retention (2007, background): “The advantage of the standard condition could also arise because study and test trials are spaced throughout the learning phase in this condition, whereas the other conditions involved massed repeated studying or repeated testing, and it is well known that spaced practice leads to gains in long-term”